Crs Spring 2009 Syllabus

CRITICAL RACE STUDIES IN THE SCHOOL OF PUBLIC AFFAIRS, UCLA

Spring 2009 This is a Student-Initiated and Organized Class Sponsoring Instructor: Laura Abrams SOC WELF 596A Critical Race Studies (CRS) in the School of Public Affairs, Spring 2009: This is a student-initiated, and led course. All students enrolled will participate as “studentteachers and teacher-students” to create dialogue, and share collective responsibility to achieve the course goals. The Critical Race Studies Working Group is a collaborative of students from all three departments of the School of Public Affairs at UCLA – Urban Planning, Social Welfare, and Public Policy. Recognizing the need to incorporate a more critical dialogue about structural racism in our work and classrooms, we have worked for the last three years to use Critical Race Studies as a point of entry to have an ongoing and critical discussion of race and inequality in all three of our fields. The Working Group is comprised of students who have enrolled in the CRS course in the past (Spring 2007 and Spring 2008), students who plan to enroll in it this quarter (Spring 2009), as well as any students interested in the long-term goals of institutionalizing CRS in the School of Public Affairs. For anyone interested in participating in the CRS working group, but unable to enroll in the course, we will be scheduling a number of meetings DURING class time for working group members to meet with class participants to strategize and build community around these issues. Notices for these meetings will be announced on the CRS google groups list serve. All are welcome to join the class during these scheduled times TBA. Course Description / Objectives: This course will focus on the foundation of Critical Race Theory (CRT) as applied to Urban Planning, Public Policy and Social Work. Rather than surveying issues and concepts within a “race context,” this course attempts to look at the causes and symptoms of structural racism, and social / racial hierarchies, as they influence and are influenced by our three fields. Students will participate actively in the facilitation and organization of the course, enhancing on their facilitation skills with peer evaluation. Each week student groups will facilitate the class discussion, plan interactive exercises, and/or bring in guest speakers as relevant to the weekly theme. At the end of the course, students will collectively or individually create a final product that supports the long-term goals of the Critical Race Studies Working group to institutionalize Critical Race Studies in the School of Public Affairs. Final project proposals will be selected by week three of the course (see more below).

Recommended Text: Richard Delgado and Jean Stefancic, ed., Crtical Race Theory: The Cutting Edge, 2nd Edition, 2000. Required Readings: All readings will be made available via the class website. Additional readings may be added through out the course of the quarter. Each week all students will be responsible for reading the required readings and must be read by the assigned day. Students will also volunteer to read and be ready to discuss the additional readings listed. Course Requirements: 1. Attendance (10%) / Participation (10%) / Class Assignments (10%): Students are expected to attend all class discussions, come to class having read the material, and be ready to engage in critical dialogue. Additional short writing assignments may be required depending on the weekly theme, and will be announced the week prior to when they are due. 2. Co-Facilitation of one week's class (20%): In groups, students will be responsible for the facilitation and organization of one week's class discussion. We will discuss social justice facilitation techniques during the first week of class, and students will improve their facilitation skills through constructive peer feedback. The attached peer evaluations will be used for grading. 3. Final Product (50%): In groups or individually students will produce a final project that supports the long-term goals of the Critical Race Studies working group to institutionalize Critical Race Studies in the School of Public Affairs. Projects will be designed by week 3 of the quarter, and will be presented to the School / public during week 10 or during finals week (to be decided by the class). Meta-Questions: The following questions have been developed by the students in the course to enhance the discussion each week. These questions will provide an anchor for the weekly discussions, and provide the connections needed to interrelate the themes as we move forward. Of each weekly thematic topic we will ask: How do we move beyond the black/white binary? How do we move beyond structural racism? How do our fields perpetuate the black/white binary? How do our fields perpetuate structural racism? How does this week's theme become “complexified” by the relationship of inter-connected systems of oppression? Also to keep in mind: How does it work? What does it mean? Who benefits? Where does the money go?

Learning Objectives: 1. Specify one’s own cultural, professional, and personal values, assumptions, priorities (cultural lens), and express how they influence personal behavior. 2. Identify and articulate an interactive process between ethnicity and other aspect of culture (i.e., socioeconomic class, gender, sexual orientation, health status, religion, age, [dis]ability, and nationality). 3. Introduce students to the multiple identities, intersections of identity and positions of power, privilege and resources relative to intersectionality. 4. Critically analyze power and privilege—placing emphasis on white/male/heterosexual/ physically able/wealthy privilege. 5. Critically examine theories and perspectives on competing and overlapping forces of race, class, and gender. 6. To further explore Critical Race Theory, Structural Racism, Color-Blind and Multi-Cultural Ideologies, as well as Anti-Subordination Work. 7. To explore and hone tools for working with oppressed groups/communities. 8. To engender critical thinking about social work, urban planning and public policy. 9. To develop means by which professionals in social welfare, urban planning, and public policy take personal roles in addressing oppression and its effects on individuals, groups, and communities. Weekly Readings: Week 1 (April 2nd) – Introduction to Critical Race Studies Facilitators: Maureen and Susie Required Readings: Criticial Race Studies in the School of Public Affairs. Student Report Spring 2007. Read all Introductory and Concluding sections, as well as the chapter pertaining to your field (UP, SW or PP) Harris, A. (2001). Foreword. In Delgado, R. & J. Stefancic (Eds.), Critical race theory: An introduction (xvii-xxi). New York: NYU Press. Delgado, R., & Stefancic, J. (2001). Introduction. In Delgado, R. & J. Stefancic (Eds.), Critical race theory: An introduction (1-14). New York: NYU Press. Week 2 (April 9th) – Storytelling/Narratives Facilitator: Selina Required Readings: Delgado, R. (1989). Storytelling for oppositionists and others: A plea for narrative. Michigan Law Review, 87(8), 2411-2441. http://www.jstor.org/stable/1289308?seq=1

Ikemoto, L.C. (2000). Traces of the master narrative in the story of african-american/koreanamerican conflict: How we constructed ‘los angeles’. In Delgado, R. & J. Stefancic (Eds.), Critical race theory: The cutting edge (2nd ed.) (302-312). Philadelphia: Temple University Press. Barnes, R.D. (1990). Race consciousness: The thematic content of racial distinctiveness in critical race scholarship. Harvard Law Review, 103(8), 1864-1871. http://www.jstor.org/stable/1341320 Writing Assignment: Due in Class Week 2 “Writing Our Own Narratives” Please write your own narrative pertaining to your experience in your academic department. We want to provide everyone with the opportunity to incorporate their stories into our class project. Because this is an opportunity to share your story, the following questions are intended to guide your narrative, not necessarily define it (or meant for you to list your answers to each question). What has your experience been in your department as a person of color and/or as a person committed to anti-subordination/ anti-racism/ intersectional work? How has your experience impacted your interaction and relationship with other students and faculty in your department? Has your experience impacted your scholarly/academic endeavors within your department? (e.g. research, course writing assignments, group projects, capstone projects, etc.) Has your experience impacted your professional/outside endeavors (i.e internships, networking, professional organizations) within your program? How have these experiences in your department impacted your goals after graduation? In-Class Assignment: “I am Poem” Week 3 (April 16th) – Whiteness and Whiteness as Property Facilitators: Clare, Min, and Cedar Required Readings: Dyer, R. (2007). The matter of whiteness. In Rothenberg, P.S. (Ed.), White Privilege: essential readings on the other side of racism (3rd ed.) (9-14). New York: Macmillan. Dalton, H. (2007). Failing to see. In Rothenberg, P.S. (Ed.), White Privilege: essential readings on the other side of racism (3rd ed.) (15-18). New York: Macmillan.

Bell Jr., D.A. (2000). Property rights in whiteness: Their legal legacy, their economic costs. In Delgado, R. & J. Stefancic (Eds.), Critical race theory: The cutting edge (2nd ed.) (7179). Philadelphia: Temple University Press. Alcoff, L.M. (1998). What should white people do? Hypatia, 13(3), 6-26. http://www.nextgenderation.net/belgium/texts/alcoff.pdf Harris, C.I. (1993). Whiteness as property. Harvard Law Review, 106(8). http://papers.ssrn.com/sol3/papers.cfm?abstract_id=927850 (Click the “download” link at the top. This article cannot be viewed on the website, but can only be downloaded.) Week 4 (April 23rd) – Race, Gender and Sexuality Facilitators: Stephanie and Julian Required Readings: Crenshaw, K.W. (1994). Mapping the margins: Intersectionality, identity politics, and violence against women of color. In M. Fineman (Ed.), The public nature of private violence (93118). New York: Routledge. http://www.wcsap.org/Events/Workshop07/mapping-margins.pdf Hutchinson, D.L. (2000) Out yet unseen: A racial critical of gay and lesbian legal theory and political discourse. In Delgado, R. & J. Stefancic (Eds.), Critical race theory: The cutting edge (2nd ed.) (325-333). Philadelphia: Temple University Press. Carbado, D. (2000) Men, feminism, and male heterosexual privilege. In Delgado, R. & J. Stefancic (Eds.), Critical race theory: The cutting edge (2nd ed.) (525-531). Philadelphia: Temple University Press. Week 5 (April 30th) –Race, Labor, Poverty, and Class Facilitator: Maureen and Laura Required Readings: Marable, M. (2006). Race, class, and the katrina crisis. Working USA: The journal of labor and society, 9, 155-160. http://www3.interscience.wiley.com/cgi-bin/fulltext/118554224/PDFSTART Brown-Dianis, J., Lai, J., Hincapie, M., & Soni, S. (2006). And injustice for all: Worker’s lives in the reconstruction of New Orleans. UCLA School of Law Critical Race Studies Program. http://www.nilc.org/disaster_assistance/workersreport_2006-7-17.pdf Moreno, P.D. (2007). Labor history symposium, Labor History, 48(2). http://www.informaworld.com/smpp/section?content=a778154341&fulltext=713240928 Field Trip!

This week we will merge the class discussion with the campus-wide, student-led efforts to highlight the importance of May Day (which will be the day after our class meets). In lieu of meeting in our regularly scheduled room, we will attend and actively participate in the May Day interactive panel discussion – tentatively scheduled to occur from 5:00pm-8:00pm in Moore Hall. More information to follow. Week 6 (May 7th) – Race and Space Facilitator: Cheye-Ann and Danielle Privileged Places: Race, Uneven Development and the Geography of Opportunity in Urban America Authors: Gregory D. Squires and Charis E. Kubrin (Uploaded on WIki page under Squires and Kubrin) Latino, Asian, and Black Segregation in U.S. Metropolitan Areas: Are Multi-ethnic Metros Different? Author(s): William H. Frey and Reynolds Farley Source: Demography, Vol. 33, No. 1 (Feb., 1996), pp. 35-50 Continued Residential Segregation in Detroit "Chocolate Cities Vanilla Suburbs Revisited" Reynolds Farley, Charlotte Steeh, Tara Jackson, Maria Kryson and Keith Reeves. 1993 Heikkla, Eric J. “Identity and Inequality: Race and Space in Planning” Optional State of the Dream 2008 Brown Kids in White Suburbs: Housing Mobility and the Many Faces of Social Capital Author: Xavier de Souza Briggs U.S. Department of Housing and Urban Development and Harvard University Week 7 (May 14th) – Race and Youth (Education, Military, and Prison) Facilitators: Bianca, Laura, and Robert Required Readings: Ladson-Billings, G. and Tate IV, W.F. (1995). Toward a critical race theory of education. Teachers College Record, 97(1), 47-68. http://www.hs.iastate.edu/hiltonchair/documents/Toward_a_Critical_Race_Theory_of_E ducation.pdf

Solorzano, D.G. and Yosso, T.J. (2001). From a racial stereotyping and deficit discourse toward a critical race theory in education. Multicultural Education, 9(1). http://findarticles.com/p/articles/mi_qa3935/is_200110/ai_n8990647 Peachey, T. (2008). Military recruitment, communities of color and immigrants. http://mcc.org/us/co/stories/Military_Recruitment.pdf Solorzano, D.G. (1998). Critical race theory, race and gender microaggressions, and the experience of chicana and chicano scholars. Qualitative Studies in Education, 11(1), 121136. Ochoa, T.A. and Eckes, S.E. (2005). Urban youth in correctional facilities: Segregation based on disability and race. Education and Urban Society, 38(21). http://eus.sagepub.com/cgi/reprint/38/1/21.pdf Week 8 (May 21st) – Race and Media Facilitators: Megan and Sonja Required Readings: Gilens, M. (1996). Race and poverty in america: Public misconceptions and the american news media. Public Opinion Quarterly. 60(4). Jacobs, R.N. “Race Media and the Multiple Publics”. Race, Media, and the Crisis of Civil Society. Cambridge University Press http://catdir.loc.gov/catdir/samples/cam032/99047914.pdf Week 9 (May 28th) – CRS and SPA Facilitators: Christian and Clare Required Readings: Thomas, J.M. (1994). Planning history and the black urban experience: Linkages and contemporary implications. Journal of Planning Education and Research, 14(1), 1-11. http://jpe.sagepub.com/cgi/reprint/14/1/1 Razack, N. and Jeffery, D. (2002). Critical race discourse and tenets for social work. Canadian Social Work Review, 19(2), 257-271. Marable, M. (1993). Beyond racial identity politics: Towards a liberation theory for multicultural democracy. Race and Class, 35(1), 113-130. http://rac.sagepub.com/cgi/reprint/35/1/113 Boushel, M. (2000). What kind of people are we? ‘Race’, anti-racism and social welfare research. British Journal of Social Work, 30. http://bjsw.oxfordjournals.org/cgi/reprint/30/1/71 Week 10 (June 4th) and Finals Week (June 11th)– Final Project Presentation and Reflection

Class Evaluations On a scale of 1 through 5 (one meaning minimally, and five meaning to exceed expectations), please answer the following questions. I. How well did this week’s readings, presentation, and discussion ensure students to1.

Specify one’s own cultural, professional, and personal values, assumptions, priorities (cultural lens), and express how they influence personal behavior. Readings [1-2-3-4-5] Presentation [1-2-3-4-5] Discussion [1-2-3-4-5] 2.

Identify and articulate an interactive process between ethnicity and other aspect of culture (i.e., socioeconomic class, gender, sexual orientation, health status, religion, age, [dis]ability, and nationality). Readings [1-2-3-4-5] Presentation [1-2-3-4-5] Discussion [1-2-3-4-5]

3.

Introduce students to the multiple identities, intersections of identity and positions of power, privilege and resources relative to intersectionality. Readings [1-2-3-4-5] Presentation [1-2-3-4-5] Discussion [1-2-3-4-5]

4.

Critically analyze power and privilege—placing emphasis on white/male/heterosexual/ physically able/wealthy privilege. Readings [1-2-3-4-5] Presentation [1-2-3-4-5] Discussion [1-2-3-4-5]

5.

Critically examine theories and perspectives on competing and overlapping forces of race, class, and gender. Readings [1-2-3-4-5] Presentation [1-2-3-4-5] Discussion [1-2-3-4-5]

6.

Further explore Critical Race Theory, Structural Racism, Color-Blind and Multi-Cultural Ideologies, as well as Anti-Subordination Work. Readings [1-2-3-4-5] Presentation [1-2-3-4-5] Discussion [1-2-3-4-5]

7.

Explore and hone tools for working with oppressed groups/communities. Readings [1-2-3-4-5] Presentation [1-2-3-4-5] Discussion [1-2-3-4-5]

8.

Engender critical thinking about social work, urban planning and public policy. Readings [1-2-3-4-5] Presentation [1-2-3-4-5] Discussion [1-2-3-4-5]

9.

Develop a means by which professionals in social welfare, urban planning, and public policy take personal roles in addressing oppression and its effects on individuals, groups, and communities. Readings [1-2-3-4-5] Presentation [1-2-3-4-5] Discussion [1-2-3-4-5]

II. How well did the class readings, presentation, and discussion answer the weekly themes? How do we move beyond the black/white binary? Readings [1-2-3-4-5] Presentation [1-2-3-4-5] Discussion [1-2-3-4-5] How do we move beyond structural racism? Readings [1-2-3-4-5] Presentation [1-2-3-4-5] Discussion [1-2-3-4-5] How do our fields perpetuate the black/white binary? Readings [1-2-3-4-5] Presentation [1-2-3-4-5] Discussion [1-2-3-4-5] How do our fields perpetuate structural racism? Readings [1-2-3-4-5] Presentation [1-2-3-4-5] Discussion [1-2-3-4-5] How does this week's theme add complexity to the relationship of inter-connected systems of oppression? Readings [1-2-3-4-5] Presentation [1-2-3-4-5] Discussion [1-2-3-4-5] How does it work? Readings [1-2-3-4-5] Presentation [1-2-3-4-5] Discussion [1-2-3-4-5] What does it mean? Readings [1-2-3-4-5] Presentation [1-2-3-4-5] Discussion [1-2-3-4-5] Who benefits? Readings [1-2-3-4-5] Presentation [1-2-3-4-5] Discussion [1-2-3-4-5] Where does the money go? Readings [1-2-3-4-5] Presentation [1-2-3-4-5] Discussion [1-2-3-4-5] III. Please list in the space provided the most informative and/or most powerful part of this session:

IV. Please list in the space provided any opportunities for improvement of future